Beyond Expectations - A Qualitative Study on How Teachers Establish and Uphold Expectations in Low-SES Schools

Abstract

Background and aim. While the impact of teacher expectations on student outcomes is well-documented, the processes underlying these expectations from the teachers’ own perspective remain underexplored. This qualitative study explores how teachers in low-SES, Dutch-speaking secondary schools in Brussels establish and uphold expectations. Method. Semi-structured interviews (n = 19) were conducted with teachers, school staff, and education experts. Results. Teachers described expectations primarily in terms of rules, curriculum goals and personal standards. Few explicitly reflected on the beliefs underlying these expectations, although such beliefs often guided how they upheld expectations in practice. Most teachers struggled to articulate concrete pedagogical strategies for upholding expectations in practice. Conclusion. These findings point to a gap between academic and practical understandings of expectations. They highlight the need for professional development that enables teachers to reflect on their belief systems and apply clear strategies in practice. Rather than holding individual teachers solely responsible, future efforts should address systemic support. With a focus on developing a shared language around expectations, especially in low-SES schools where students are more often exposed to lower expectations and their consequences.